
Emotion, Motivation, and Self-Regulation
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Content
- Front Cover
- Emotion, Motivation, and Self-Regulation: A Handbook for Teachers
- Copyright Page
- Contents
- List of Contributors
- Preface
- 1. Emotions
- 1.1. Students in Focus
- 1.2. Clarifying Terminology
- 1.2.1. The Components of Emotions
- 1.2.2. Distinguishing between ''State'' and ''Trait'' Emotions
- 1.2.3. Distinguishing Emotions from Related Constructs
- 1.2.4. Measuring Emotions
- 1.2.5. Achievement Emotions
- 1.3. Causes of Emotions
- 1.3.1. Appraisal Theory
- 1.3.2. The Causes of Achievement Emotions: Weiner's Attribution Theory and Pekrun's Control-Value Theory
- 1.3.3. Influence of the Social Environment on Achievement Emotions
- 1.4. Effects of Emotions
- 1.4.1. General Psychological Evidence about the Effects of Emotions
- 1.4.2. Applying Mood and Emotion Research to Learning and Performance Contexts
- 1.5. Development of Emotions over the School Years
- 1.6. Opportunities for Influence: How to Design an Emotionally ''Healthy'' Classroom
- 1.6.1. Promoting Enjoyment of Learning in the Classroom
- 1.6.2. Ways to Influence Control and Value Appraisals
- 1.6.3. Supporting Emotion Regulation
- 1.6.4. Expressing Performance-Enhancing Emotions
- 1.7. Teachers in Focus
- 1.7.1. Burnout and Job-Related Stress
- 1.7.2. Teachers' Achievement Emotions: Causes and Effects
- 1.7.3. Tips for Teachers: How to Promote Your Own Emotional Well-Being
- 2. Motivation
- 2.1. Students in Focus
- 2.2. Structure and Effects of Motivation in Students
- 2.2.1. What is Motivation?
- 2.2.2. Effects of Motivation on the Learning Process
- 2.2.3. Theoretical Model of Motivation for Learning and Achievement
- 2.2.4. Situation-Specific Expectancies and Values
- 2.2.5. Motives and Needs
- 2.2.6. Goals and Goal Orientations
- 2.2.7. Interest
- 2.2.8. Self-Concepts
- 2.2.9. Causal Attributions
- 2.3. Developmental and Environmental Effects on Motivation
- 2.3.1. Development of Achievement Motives, Attributions, Self-Concepts, and Interest
- 2.3.2. Environmental Influences on Motivation
- 2.4. Fostering Learning and Achievement Motivation in Students
- 2.4.1. Promoting Subjective Valuing of the Learning Objectives and Activities
- 2.4.2. Principles for Encouraging Student Motivation
- 2.4.3. Motivational Intervention Programs
- 2.5. Teachers in Focus
- 2.5.1. Expectancy and Value Components of Teacher Motivation
- 2.5.2. Goal Orientations of Teachers
- 3. Self-Regulated Learning
- 3.1. Students in Focus
- 3.2. What is Self-Regulated Learning?
- 3.2.1. Definition
- 3.2.2. Historical Development
- 3.2.3. Relevance in a Knowledge-Based Society
- 3.2.4. Current Theoretical Models
- 3.2.5. Further Theoretical Development
- 3.3. The Assessment of Self-Regulated Learning
- 3.3.1. Reasons for Evaluating Self-Regulated Learning
- 3.3.2. Methodical Aspects
- 3.4. Effects of Self-Regulated Learning
- 3.4.1. Meta-Analyses
- 3.4.2. Empirical Research: An Example
- 3.5. Development of Self-Regulated Learning
- 3.6. Fostering Self-Regulation in Students
- 3.6.1. A Meta-Model for Promoting Self-Regulated Learning
- 3.6.2. Techniques for Promoting Self-Regulated Learning
- 3.7. Teachers in Focus
- 4. Emotion, Motivation, and Self-Regulation: Common Principles and Future Directions
- 4.1. Students in Focus
- 4.2. Conceptual Relationships
- 4.3. Common Principles
- 4.3.1. Personality versus Situational Processes
- 4.3.2. The Importance of Cognitive Appraisals
- 4.3.3. Domain Specificity
- 4.3.4. The Influence of Classroom Instruction and Social Environments
- 4.3.5. Impact on Learning and Achievement
- 4.3.6. Reciprocal Causality
- 4.3.7. Regulation of Emotion, Motivation, and Self-Regulation
- 4.3.8. Universality of Emotion, Motivation, and Self-Regulation
- 4.4. Open Questions and Future Directions
- Index
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File format: ePUB
Copy protection: Adobe-DRM (Digital Rights Management)
System requirements:
- Computer (Windows; MacOS X; Linux): Install the free reader Adobe Digital Editions prior to download (see eBook Help).
- Tablet/smartphone (Android; iOS): Install the free app Adobe Digital Editions or the app PocketBook before downloading (see eBook Help).
- E-reader: Bookeen, Kobo, Pocketbook, Sony, Tolino and many more (not Kindle).
The file format ePub works well for novels and non-fiction books – i.e., „flowing” text without complex layout. On an e-reader or smartphone, line and page breaks automatically adjust to fit the small displays.
This eBook uses Adobe-DRM, a „hard” copy protection. If the necessary requirements are not met, unfortunately you will not be able to open the eBook. You will therefore need to prepare your reading hardware before downloading.
Please note: We strongly recommend that you authorise using your personal Adobe ID after installation of any reading software.
For more information, see our ebook Help page.